Before continuing into genetic engineering, students need to understand the basics of genetic inheritence- in this case, independent assortment and linkage.
This lesson is adapted from http://serendip.brynmawr.edu/sci_edu/waldron/#dragon1.; using the “Dragon Genetics- Independent Assortment and Gene Linkage” section. (wiki-link to specific page)
Overview of Lesson:
Here, students have learned about mitosis, DNA structure, chromosomes, and meiosis; and are ready to start engaging in study about independent assortment and linkage. In this lesson, they will learn about the law of independent assortment and numerous vocabulary terms (such as, but not limited to: heterozygous/homozygous, allele, genotype, phenotype, and dominant/recessive traits.) The activity involves students receiving a random set of genes, in this case- for a dragon, and then working in partners, solving problems relating to their particular alleles, should their dragon produce offspring with their partner’s dragon.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Students will be handed back their quizzes from the previous lesson, and can ask questions about what was given back, and if there was a particular problem where much of the class struggled, these questions will be reviewed and clarified as well.
- They will also have their first page of their packet handed back to them (from previous lesson’s homework)
Engagement:
- At the beginning, I will walk through and explain the day’s activity- “dragon genetics” where students pick random genes and mix them with another student’s genes and draw out their results, in colored pencils if possible.
- This “walk through” will be done up to page three of the student handout, using overheads OR if possible, the projector and computer hookup. After page three, the rest of the packet follows in a similar fashion as the beginning.
- Students will be allowed to pick their own partners, and asked to move their desks and proceed to get their set of “genes” (a small stack of prepared popsicle sticks)
- They are then asked to continue the packet, and if they do not finish, to finish it for homework that evening.
Closure:
- If there is sufficient time, I will walk through the vocabulary again as we draw on the board (OR use blank overhead sheets given to a few children)
- I will ask a student to make up a particular dragon’s phenotype (with the traits used- “a dragon with big horns, no wings”), and add allow the student to pick a new trait “breathes fireballs” or “has a long tongue” for example, and then as a class work out the genotype of this dragon.
- Announce the date of the test, and that a study-sheet will be coming soon.
- Homework is a vocabulary sheet- where students are asked to find the definitions for a small list of vocabulary words that they need to know (this is labeled as a “study sheet” since these terms are important to know!)
- As an exit sheet, the same will be done given a genotype, solve for the phenotype. Here, students will draw on a page the dragon and its phenotype, and hand it in at the end of the lesson.
Assessment:
- Students will be handing in their completed handout-lab, and their exit sheets at the end of class as well.
- Homework of vocabulary sheet to be collected the next day.
Lesson Plan
Lesson Title: Linkage and Independent Assortment (or, Dragon Genetics- part I)
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Before continuing into genetic engineering, students need to understand the basics of genetic inheritence- in this case, independent assortment and linkage.This lesson is adapted from http://serendip.brynmawr.edu/sci_edu/waldron/#dragon1.; using the “Dragon Genetics- Independent Assortment and Gene Linkage” section. (wiki-link to specific page)
Overview of Lesson:
Here, students have learned about mitosis, DNA structure, chromosomes, and meiosis; and are ready to start engaging in study about independent assortment and linkage. In this lesson, they will learn about the law of independent assortment and numerous vocabulary terms (such as, but not limited to: heterozygous/homozygous, allele, genotype, phenotype, and dominant/recessive traits.) The activity involves students receiving a random set of genes, in this case- for a dragon, and then working in partners, solving problems relating to their particular alleles, should their dragon produce offspring with their partner’s dragon.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Students will be handed back their quizzes from the previous lesson, and can ask questions about what was given back, and if there was a particular problem where much of the class struggled, these questions will be reviewed and clarified as well.- They will also have their first page of their packet handed back to them (from previous lesson’s homework)
Engagement:
- At the beginning, I will walk through and explain the day’s activity- “dragon genetics” where students pick random genes and mix them with another student’s genes and draw out their results, in colored pencils if possible.- This “walk through” will be done up to page three of the student handout, using overheads OR if possible, the projector and computer hookup. After page three, the rest of the packet follows in a similar fashion as the beginning.
- Students will be allowed to pick their own partners, and asked to move their desks and proceed to get their set of “genes” (a small stack of prepared popsicle sticks)
- They are then asked to continue the packet, and if they do not finish, to finish it for homework that evening.
Closure:
- If there is sufficient time, I will walk through the vocabulary again as we draw on the board (OR use blank overhead sheets given to a few children)- I will ask a student to make up a particular dragon’s phenotype (with the traits used- “a dragon with big horns, no wings”), and add allow the student to pick a new trait “breathes fireballs” or “has a long tongue” for example, and then as a class work out the genotype of this dragon.
- Announce the date of the test, and that a study-sheet will be coming soon.
- Homework is a vocabulary sheet- where students are asked to find the definitions for a small list of vocabulary words that they need to know (this is labeled as a “study sheet” since these terms are important to know!)
- As an exit sheet, the same will be done given a genotype, solve for the phenotype. Here, students will draw on a page the dragon and its phenotype, and hand it in at the end of the lesson.
Assessment:
- Students will be handing in their completed handout-lab, and their exit sheets at the end of class as well.- Homework of vocabulary sheet to be collected the next day.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: